Abstract

The present study is a quantitative synthesis of the studies that compared the effects of small group learning versus individual learning with technology on student attitudes toward small group learning with technology and task completion time. The focus of the study was on analyzing the significant variability found in each of the affective and process outcomes. Through both univariate and multiple least-squares regression analyses, the results indicate that the significant moderating factors on task completion time include: task familiarity, publication status, type of tasks, and type of programs; and that the significant moderating factors on students attitudes toward small group learning with technology include: group size, number of sessions and type of programs.

Citation

Lou, Y. (2003). Factors Moderating Student Attitudes and Task Completion Time when Learning with Technology Individually or in Small Groups. In D. Lassner & C. McNaught (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2003 (pp. 1586-1587). Association for the Advancement of Computing in Education (AACE).